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From Face-to-Face to Face-to-Screen: What do ESP Students Say about Emergency Remote Teaching?
Siti Kustini, Nurfitriah Nurfitriah, Nurhidayati Nurhidayati

Last modified: 2022-09-30


As Corona virus struck the world in the late 2019, the landscape of education worldwide changed dramatically forcing many schools and universities around the globe close their doors to halt the spread of this infectious virus. These massive school closures required educators to reform and make unprecedented decisions to swiftly shift the instructional process from face- to-face teaching to fully remote online mode. The temporary shift to online learning due to crisis circumstances was recently defined as Emergency Remote Teaching (ERT). Utilizing survey design approach, this study attempts to explore ESP students’ experiences during ERT in time of Covid-19. Data were collected through online survey instrument consisting of four major sections: demographic information, teaching conditions, learning conditions and expectations for future practices in ESP learning. The constructed questions on online survey were generated from extensive review articles from reputable journals and books available online. The data were analyzed descriptively in which percentages were computed and presented. In terms of research setting and participants, this study was undertaken in a state polytechnic of Banjarmasin involving students taking ESP as their compulsory course. The findings demonstrate that, as reported by students, the online instructional practices were mostly delivered lively (90,9%) through video conferencing platforms in which Zoom Meeting was the most favored one (68%). The results also indicate that a great majority of teachers utilized printed books or modules as learning materials (67,3%) and assessed their students’ learning through continuous homework assignments (66,2%). In relation to learning conditions, the widespread availability of smartphones had facilitated students in online learning during pandemic time (94,8%). As students got problems during learning, the study shows that consulting and communicating with other students was the most preferred strategy (85%), while solving independently by searching online was the second most chosen type (58,2%). Asked about the benefits and drawbacks of online learning during ERT, students stated that the two most advantage of online learning had offered them flexibility in that they could study anywhere and anytime (91,5%) and also made them convenient in reviewing the course materials (45,8%). Availability of internet access (78,6%) and eyestrain due to long exposure to screen (63%) were the most drawbacks that the students drawn. The findings of this research hopefully could provide valuable insights for frontline educators and policy makers in taking necessary steps for enhancing the quality of online remote teaching implementation.

Full Text: Page: 98-107